Global Qualitative

scale aspects

Self-
Features assessmen
t

CEFR
Objectives CEFR based
curriculum
planning
Biography

Organisation Dossier

Objectives
ELP Passport
 CEFR
• The Common European Framework of Reference for Languages: Learning, Teaching,
Assessment (CEFR) is an international standard for describing language ability on a
six-point scale, from A1 for beginners, up to C2 for those who have mastered a
language.
• It was designed to provide a transparent, coherent and comprehensive basis for the
elaboration of language syllabuses and curriculum guidelines, the design of teaching
and learning materials, and the assessment of foreign language proficiency.
• The Council of Europe led the development. This is an organisation to promote co-
operation among all European countries – particularly around law and culture, which
includes language.
• The work leading to the CEFR started in the 60s and 70s, but really became
established in the 90s.
CEFR Objectives
• Providing all learners with a tool (NOT a prescriptive document) to facilitate the
foreign languages learning process, in view of increasing international mobility.
• Promoting plurilingual and pluricultural attitudes, where languages and cultures
are not in separated mental compartments but they interrelate and interact. This
way the student becomes proficient in several languages and has experience of
several cultures.
• Supporting teacher education and cooperation among teachers of different
languages.
• Enhancing quality and success in learning, teaching and assessment.
• Facilitating transparency in testing and the comparability of certifications.
• Developing and reviewing the content of language curricula and defining positive
‘can do’ descriptors adapted to the age, interests and needs of learners.
CEFR Features
• CEFR authors stated from the beginning its features as a multipurpose,
flexible, open, dynamic, user-friendly, non-dogmatic tool.
• It is also characterized by transparency -> same language used by CEFR and
all its supporting tools (European Language Passport, European Portfolio,
etc.) for definitions, indicators and levels.
• It sees competence (linguistic, sociolinguistic, pragmatic) as the result of the
combination of knowledge and ability. In the communication and interaction
with people from other cultures, it underlines the importance of existential
competence (attitudes, motivations, beliefs, cognitive styles); in the general
learning process, it stresses the importance of the ability to learn (observe,
analyse, evaluate and imitate, follow guidelines appropriately).
• The student and his/her learning process are at the centre.
CEFR Levels and Descriptors
• Three linguistic competence macro-levels -> A – B – C
• Two sub-levels for each of them -> A1-A2, B1-B2, C1-C2
• It is possible to use other sub-levels (e.g. B1+) to better quantify an
individual’s actual competence, since the same level of competence may not
be achieved by all abilities. (Flexibility)
• Levels are described in general terms, not connected to a specific context.
• The descriptors are expressed in (general) terms of can do, in a simple
language and structure.
 Global scale LEVEL
General can do DESCRIPTOR
Can understand with ease virtually everything heard or read. Can summarise information from different
spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can
C2 express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning

PROFICIENT USER
even in more complex situations.
The Global scale
helps students and Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express
him/herself fluently and spontaneously without much obvious searching for expressions. Can use language
C1 flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured,
teachers to define detailed text on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.

the educational
Can understand the main ideas of complex text on both concrete and abstract topics, including technical
goals
INDEPENDENT USER
discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that
B2 makes regular interaction with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.

Can understand the main points of clear standard input on familiar matters regularly encountered in work,
• Simple language school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the
• B1 language is spoken.  Can produce simple connected text on topics which are familiar or of personal
Simple structure interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
• General language and can do explanations for opinions and plans.

• NO context Can understand sentences and frequently used expressions related to areas of most immediate relevance
(e.g. very basic personal and family information, shopping, local geography, employment). Can
A2 communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar
BASIC USER

and routine matters.  Can describe in simple terms aspects of his/her background, immediate environment
and matters in areas of immediate need.

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about
A1 personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a
simple way provided the other person talks slowly and clearly and is prepared to help.
Table taken from: https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045b15e
Qualitative aspects of language use
• Whenever possible, reference levels are shown in other grids which
outline qualitative aspects of language use.
 Self-assessment
• The CEFR self-assessment grid allows the learner to consciously participate in his/her educational
development by assessing the goals reached either independently or with the support of the teacher.
• It defines the skills areas, based on the learner’s age and prior experiences.
There IS a context
• can do becomes I can do

LANGUAGE COMMUNICATION SKILLS

DESCRIPTOR
Example taken from: https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045b15e
CEFR PROGRAM EXAMPLE
• Before starting any
educational programme
aimed to develop the
learner’s linguistic-
communicative skills,
the teacher or the two
parties (teacher-
student), must plan
interactions based on
the following graph:

From Edises
 CEFR BASED CURRICULUM PLANNING
• The starting point is the collection of data about the learner’s career,

1 CAN BE / KNOW / CAN

• Reflecting on learning styles, study strategies, assessment and

2 LEARNING TO LEARN
evaluation preferences, being aware that it is possible to learn
everywhere/from everyone/in many ways, being willing to accept
failure and mistakes

• Global objectives scaled to levels by the CEFR

3 GOAL SETTING
• Specific objectives, called SMART goals, which teacher and students
create and modify according to specific goals
• SMART = Specific, Measurable, Achievable, Relevant, Time restricted

MONITORING = • Grids created by teacher and students

4 (SELF)ASSESSMENT +
FEEDBACK + POSSIBLE
REPLANNING
• If done individually, it forces the learner to assess him/herself honestly
• If done by the teacher with the learner(s), it allows more accurate
judgements
 Extra links
• CEFR:
https://www.coe.int/en/web/common-european-framework-reference-languages/home

• All CEFR scales:

• CURRICULA:
https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?docume
ntId=09000016806ae621
(EN)

https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?docume
ntId=09000016805a028d
(IT)
 ELP
The CEFR and the European Language Portfolio (ELP) were developed
in parallel by the Language Policy Programme of the Council of Europe.
The ELP is an instrument based on the CEFR with which individual
learners can reflect upon their learning and record their progress.
ELP Objectives
• Helping learners give shape and coherence to their experience of
learning and using languages other than their first language. They set
their goals according to the level they want to achieve. They organize
their work on their learning style and choose a form of assessment
appropriate to the activity.
• Motivating learners by acknowledging their efforts to extend and
diversify their language skills at all levels.
• Providing a record of the linguistic and cultural skills they have
acquired (to be consulted, for example, when they are moving to a
higher learning level or seeking employment at home or abroad).
ELP organisation
• The Council of Europe has validated 47 templates developed for all
types of learners, for use by all European countries’ ministries,
universities, or schools. The templates can be useful for creating a
personal Portfolio based on personal needs. (Learner at the centre of
the process)
• Each person can choose whether to use it in full or partially by
omitting things not considered useful for a particular learning plan.
(Flexible tool)
• The portfolio has a uniform structure: each model includes a
biography and a dossier.
Biography
• Includes the learner’s story, that is information on the past, present and
possible future language learning experiences, pre-printed grids for
monitoring self-learning and recording levels achieved and skills
obtained.
LEVEL A1 A2 B1 B2 C1 C2
SKILL
Listening
Reading
Participating in conversations
Communicating
Writing
Comments
Last update date

From Edises
Dossier
• Collects documents showing levels attained of skills and competences,
so it includes a selection of the student’s best performances over time.
These can be of different types: tests and written evaluations,
recording of context-based language use, a video or photos. The
learner systematically collects them to self-assess his/her
achievements over time.
• Great source of satisfaction and gratification.
Language Passport
• It is an attachment of the Portfolio recommended for adult learners
(age 16+).
• It provides an overview of the learner’s skills data, to be regularly
updated, adding extra skills and competences achieved, and provides
CEFR self-assessments grids.
• Another section is dedicated to certificates or linguistic diplomas
obtained in accredited schools.
• There is only one model issued by the European Council with
EAQUALS and ALTE.